Presented By
St. Louis Public Schools
 Understand and comply with District Policy.
 Be able to identify the danger signals associated
with kinesics (body movement, facial expression,
etc.).
 Have a knowledge of De-Escalation techniques
 Understand District Policy and State Law with
regard to Restraint, Isolation, and Exclusion
 Recognizing and responding to Bullying
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Adopted by the SAB, June 2012
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Promote safety and prevention of harm to
students and others
Foster a climate of dignity and respect in the
use of discipline and behavior management
Provide guidelines about the use of seclusion,
isolation, and restraint
Promote the use of non-aversive, behavior
interventions
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SLPS Board of Education PolicyCorporal Punishment
 SLPS District employees and volunteers are
prohibited from administering corporal
punishment to students attending the SLPS
schools and from causing such punishment to
be administered
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Physical restraint is justified when it is an
alternative to a greater harm. When
necessary, it should be applied without anger
and as a restraint rather than as retaliation.
Trained staff members are permitted to use
only the minimum amount of restraint
reasonably necessary to accomplish the
preventive measures required.
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SLPS Board of Education PolicyPhysical Restraint
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Physical restraint will be used only when
other means of preventing or stopping a
breach of discipline have proved
ineffective. Trained staff members,
regardless of their level of training, may,
use justifiable physical restraint of a
student if it is deemed reasonably
necessary to:
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1.
2.
3.
Prevent the student from hurting
himself/herself.
Protect others.
Protect the staff members’ well-being.
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SLPS Board of Education PolicySeclusion and Isolation
 Seclusion is not practiced with SLPS
 Isolation will only be used in an emergency
situation
 Isolation shall not be used as a form of
punishment
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Reporting/Debriefing
If a staff member uses physical
restraint or isolation on a student, the following
must be done:
1. Report the incident to the Building
Administrator immediately
2. Prepare a written comprehensive report
detailing the reason for using physical restraint,
the type and manner of physical restraint, the
amount of force used in the physical restraint
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3.
4.
The report must be prepared within 24
hours.
The report shall be forwarded to Building
Administrator, Office of the Superintendent,
Director of School Safety and Security.
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5. The Building Administrator shall follow all
regular District reporting procedures for
external agencies as required by District
Policies
6. The Building Administrator shall conduct a
debriefing for any incident that results in an
injury.
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A.
B.
It is critical to show you were fearful of serious bodily
injury. Exactly what did the subject say or do that
made you feel threatened?
Document exactly all verbal language used and the
physically combative actions displayed by the
person.
C.
Before details are forgotten, immediately write a
report.
A.
If it isn’t in writing, it didn’t happen
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If a parent or guardian has a propensity for violent or abusive
behavior, document it in the student’s file.
Always review the appropriate file prior to a meeting.
If it is an unscheduled meeting, ask for a minute to collect the
information to mentally prepare yourself.
Ensure you document the subject’s EXACT words to include
profanity. (The most common complaint about us is that we
were rude, when in reality, we were courteous but firm).
Ensure you document the subject’s behavior, body language
and what they did or said that made you feel threatened.
Get statements from witnesses.
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Be able to identify the danger signals
associated with kinesics (body movement,
facial expression, etc.).
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Develop skills in proper documentation of
violent behavior.
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Be aware of civil liability concerns and court
preparation.
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Know when it is time to call for assistance,
flee, or prevent physical attack.
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Anger is the common denominator of most
violence.
A. Violence is rare without anger being
present.
B. It is the major component of any verbally
or physically combative subject.
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A.
B.
C.
D.
Medical: A physiological condition as a basis for
anger
Trauma: A physiological injury as a basis for anger
Genetic: Inheritance from relatives
Environmental: All the conditions surrounding and
affecting the development of the individual and it
has the greatest effect:
1. Inadequate
income and living conditions.
2. Age,
experience, education, observation.
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Increased respiration.
Heightening of awareness.
Tunnel Vision.
Loss of situational awareness.
Increased heart rate.
Increased skin salinity.
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Exiting: After an aggressor is willing to
leave the area, never position yourself by
the door or follow. This act of submission
followed by physical closeness may re-ignite
the situation.
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Subject
Principal
School Safety
Officer
Secretary
Exit
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Always start with “I or WE”, depending on
circumstances, but not “you”.
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A.
B.
C.
D.
Styles of speaking with an angry person:
1.
2.
3.
4.
5.
Firm
No hesitation
Low voice and moderate tone to achieve active listing
Don’t shout or raise your voice
Project a calm, controlled demeanor
1.
2.
3.
Do not be judgmental
Do not allow personal feelings/ideas to affect your mood
Always search/look for an escape
Listen, then paraphrase what the person said
Self Control Methods:
Treat the person as you desire to be treated (golden
rule)
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1.
Your Presence — No force is used.
Considered the best way to resolve a
situation.
 The mere presence of staff can work to deter crime or
diffuse a situation.
 Your attitude should be professional and
nonthreatening.
Modified: September 2010
U.S. Department of Justice | Office of Justice Programs August 4, 2009
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2.
Verbalization — Force is not-physical.
 Staff issues calm, nonthreatening commands, such as
"Let me see your identification and schedule."
 You may increase your volume and shorten commands
in an attempt to gain compliance. Short commands
might include "Stop," or “Come here."
Modified: September 2010
U.S. Department of Justice | Office of Justice Programs
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See that your identity is known (If necessary,
identify yourself)
Verbally intervene using a calm but firm
voice. Use the students’ names. (“John and
Joseph stop fighting and back up.”)
Disperse the on-lookers. Send for help.
Send for Help. If the combatants do not
follow your directions and continue to fight,
send a responsible on-looker for other staff
members. Direct the other students to move
out of the area.
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Assess the situation while continuing to
calmly talk to the fighting students and
while moving any dangerous objects out of
their way (items that they could bump their
heads on or which could be used as a
weapon).
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If this is a situation in which one student is
on the attack and the other student seems to
be acting in self-defense, focus your remarks
on the attacking student. If the attacking
student lets up, direct the defending student
to go to the office by himself and keep the
attacking student with you.
Physical intervention, as required, by trained
staff while following the District Intervention
Policy.
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Based on the philosophy that all people have
a right to be treated with dignity and respect
Recognizes that a person’s behavior, positive
or negative, is a form of communication
Uses an approach to proactively meet the
needs of others, striving to improve
relationships and learning to avoid repeating
mistakes
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At SLPS, All SET and Autism teachers,
instructional care aides, speech and language
pathologists and occupational therapists are
certified annually. Participants must complete
twelve hours of training over two days.
Learn more at:
http://www.mandtsystem.com/
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Training/certification includes:
◦ Building Healthy Relationships – Maslow’s hierarchy
of needs; R.A.D.A.R. to stay conscious of possible
threats to safety; Crisis cycle to analyze and
describe interactions
◦ Building Healthy Communication-Both verbal and
nonverbal
◦ Building Healthy Conflict Resolution-Perceptions;
empathy; conflict cycle; S.O.D.A.S to cooperatively
achieve resolution; teamwork
◦ Safe Physical Interaction-Assisting and supporting;
separating skills; standing restraint
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Based on the philosophy that provides for the
care and safety of everyone involved in a
crisis situation
Gives educators the skills to safely and
effectively respond to anxious, hostile or
violent behavior while balancing the
responsibilities of care
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At SLPS, All Multiple Pathways staff members
are certified annually. Participants must
complete eight hours of training over two
days.
Learn more about CPI at:
http://www.crisisprevention.com/
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IS: The confinement of a student alone in an
enclosed space WITHOUT LOCKING
HARDWARE
IS NOT: Supervised in-school suspension
IS NOT: Detention
IS NOT: Time out (a disciplinary consequence
or an intervention to separate the student
from the attention of staff or other students)
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IS: The confinement of a student alone in an
enclosed space WITH LOCKING HARDWARE in
order to prevent them from leaving
IS: Used for an emergency situation while
awaiting law enforcement
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IS: The use of person to person contact to
restrict the free movement of all or a portion
of a student’s body.
IS NOT: Briefly holding a student without
undue force for instructional or other
purposes.
IS NOT: Briefly holding a student to calm
IS NOT: Taking a student’s hand to transport
him for safety
IS NOT: Intervening in a fight
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Use only as long as necessary
Use least degree of force necessary
Avoid pressure or weight on the chest, lungs,
sternum, diaphragm, neck, back or throat
Avoid hyperextension of any body part
Conduct in the presence and line of sight of
another staff person whenever possible
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Requires Documentation of:
◦ Special education status (IEP, behavior intervention
plan, 504
◦ Description of the incident
◦ Non physical efforts to de-escalate
◦ Student behavior/response
◦ Duration of incident and level of force use
◦ Physical status during and after the incident
◦ Follow-up that is planned
◦ Notification to families
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By Being Bully Free
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10.
Bullying is more than just teasing
Anyone can be a bully
Anyone can be a victim
Bullying isn’t a modern problem
Bullying affects everyone
Bullying is a serious problem
We can work together to find solutions
A comprehensive plan will produce the best
results
Children at risk can be helped
Schools are responsible for protecting students
St. Louis Public Schools
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Bullying shall mean intimidation or harassment of a
student or multiple students perpetuated by
individual or groups. Bullying includes violence,
gestures, theft, or damaging property; oral or
written taunts, including name-calling, put-downs,
extortion or threats; or threats of retaliation for
reporting such acts. Bullying may also include
cyber bullying or cyber threats.
SLPS Board Policy 5131.9
Policy Adopted: June 26, 2012
St. Louis Public Schools
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Hazing shall mean any activity, on or off school
grounds, that a reasonable person believes would
negatively impact the mental or physical health or
safety of a student or put a student in a ridiculous,
humiliating, stressful, or disconcerting position for
the purposes of initiation, affiliation, admission,
membership or maintenance of member ship in any
group, class, organization, club or athletic team
including, but not limited to, a grade level, student
organization or school-sponsored activity...
SLPS Board Policy 5131.9
Policy Adopted: June 26, 2012
St. Louis Public Schools
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Cyberbullying shall mean the sending or posting of
harmful or cruel test or images using the Internet
or other digital communication devices.
Cyberthreats are online materials that threaten or
raise concerns about violence against others,
suicide, or self-harm.
SLPS Board Policy 5131.9
Policy Adopted: June 26, 2012
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Bullying is:
◦ A form of overt and aggressive behavior that is
intentional, hurtful, humiliating, and possibly
injurious.
◦ Repeated negative action over time.
◦ An imbalance of strength.
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Bullies want to have power over people.
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Enjoys feeling powerful and in control
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Likes to be the center of attention
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Seeks to dominate or manipulate others
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Gets satisfaction or pleasure from other people’s
fear, discomfort, or pain
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Feels little or no empathy for others
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Does not respect others
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May have been bullied themselves
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Physical: pushing, shoving, tripping, kicking,
hitting, slapping, pinching
Verbal: racist, sexist, or bigoted remarks; namecalling, threats, teasing
Relational/Emotional: intimidation, coercion,
spreading rumors or lies, exclusion
Sexual: focus is on things like a person's
appearance, body parts, or sexual orientation.
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Direct: hitting, kicking, shoving, spitting, taunting,
teasing, racial slurs, verbal harassment,
threatening, obscene gestures
Indirect: getting another person to bully someone,
spreading rumors, deliberately excluding someone
from a group or activity, cyber bullying
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Adult
Adult
Child
Child
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Perpetrator: the bully
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Victim: passive-submissive or provocative
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Bystander: does not directly participate but
reinforces the bully
Non-participant: does not participate, simply
present, but takes no action to prevent
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Males: “Direct” - physical and/or verbal
intimidation
Females: “Indirect” – gossip, rumors, sexual
comments, social exclusion
Previous studies found that:
◦ Males bully more than girls
◦ Males report being bullied by males
◦ Females report being bullied by males and
females
Current studies find the trends are reversing
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Get into frequent fights
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Be injured in a fight
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Steal, vandalize property
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Use drugs, alcohol, tobacco
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Be truant, drop out of school
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Report poorer academic achievement
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Perceive a negative climate at school
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Carry a weapon
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Decreased interest in school work or quality of
work
Erratic school attendance, higher absenteeism
Goes to recess late and returns early, drops school
activities once enjoyed
Difficulty concentrating in class or sudden changes
in mood or behavior
Seems isolated, withdrawn, anxious, fearful, selfblaming
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Poor or few social skills; no friends or few friends
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Low or no self-confidence or self-esteem
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Lacks a sense of humor or uses inappropriate
humor
Uses “victim” body language – hunched shoulders,
head down, avoids eye contact
Frequent illness or unexplained scratches, bruises,
or damage to clothes or belongings.
Prefers company of adults during lunch & free time
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Suddenly starts bullying other students
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Higher rates of depression
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Appears ashamed of the trait that separates
him/her from the other students
Talks about running away, committing suice, or
other alarming behaviors
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Hyperactive, having difficulty concentrating
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Quick-tempered, tries to fight back if provoked
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May be bullied by many children and/or adults
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Tries to bully younger, weaker children
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Bully/Victims display the social-emotional
problems or victimized children and the behavioral
problems of children who bully.
◦ Poor relationships with classmates
◦ Lonely
◦ Poorer academic achievement
◦ Higher rates of smoking and alcohol use
◦ More frequent fighting
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Peer Ratings
◦ Students most want to avoid Bully/Victims
Teachers report Bully/Victims
◦ Are the least popular students
◦ Have the most conduct problems
◦ Are the most disengaged from school
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Bullying hurts everyone: victims, bullies,
bystanders, and non-participants.
◦ Creates a fearful school climate
◦ Leads to absenteeism
◦ Causes loneliness, depression, anxiety problems,
and eating disorders
◦ Physical symptoms, headaches, sleep problems,
abdominal pain
◦ Increases the risk of suicide
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
Common patterns of early learning found in homes
of children at-risk for anti-social behavior
(including bullying) (grades 1-12)
◦ Inconsistent discipline
◦ Punitive management
◦ Lack monitoring
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Social Skills Deficits (grades 1-12)
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Deviant Peer Group (grades 3-12)
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Delinquency (grades 7-12)
Trends find students are becoming younger
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1. Take Immediate Action
◦ Do not ignore the behavior
◦ Instruct the bully to STOP the hurtful behavior
NOW
◦ Instruct the bully to move away from the victim
2. Follow Up
◦ Clearly document what happened, when and
where it occurred and who was involved
◦ Talk to the bully and the victim separately
◦ Talk to witnesses
◦ Inform the administration
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Do
◦ Send a clear message that the bullying is not the
victim’s fault
◦ Listen closely without interrupting. Maintain eye
contact and demonstrate attentive body language
◦ Ask questions for clarification and to be
encouraging
◦ Empathize and occasionally mirror the student’s
emotions in your own face
◦ Assure the student you will do everything in your
power to ensure bullying ceases, including
follow-up with students involved, their parents, and
school personnel
St. Louis Public Schools
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Don’t
◦ Blame the victim for the bullying
◦ Act as though the bullying is no big deal
◦ Interrupt the student
◦ Challenge or interrogate the student
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Bullying involves not only bullies and victims but
also bystanders and non-participants.
Enlist this important group of participants to help
stop bullying.
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Make it clear that you – and the school – want every
student to do the following when others are bullied
◦ Refuse to join in
◦ Do not ignore bullying you see or know about.
By doing nothing, you are participating in the
bullying
◦ If possible, stand up for the bullied student.
Tell the bully, “Don’t treat him that way!”
“Stop hitting him!”
◦ Report all bullying to a teacher or school official
◦ Never fight the bully. It’s not safe and it will
make the bullying problem worse, not better.
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Provide students with opportunities to talk about
bullying
Involve student in establishing classroom rules
against bullying
Provide classroom activities and discussion around
the harmful effects of bullying
Teach cooperation/compromise social skills
Take immediate action when bullying
observed/reported
Confront bullies in private – BUILD THE RELATIONSHIP
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Notify parents of both the bully and victim – seek
to resolve the conflict at school
Refer both bully and victim to the counselor and/or
social worker, if appropriate
Provide protection for victims (buddy system)
Listen to parents who report or express concerns
about bullying and investigate immediately
Avoid attempts to mediate in bullying situations –
power imbalance in the bully dynamic precludes
this from happening
(USDE 1998)
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Bullying is not allowed in our classroom or the school.
We don’t tease, call names, or put people down.
We don’t hit, shove, kick, or punch.
If we see someone being bullied, we speak up and stop
it (if we can) or go for help right away.
When we do things as a group, we make sure that
everyone is included and no one is left out.
We make new students feel welcome.
We listen to each other’s opinions.
We treat each other with kindness and respect.
We respect each other’s and the school’s property.
We look for the good in others and value differences.
Adapted from The Bully Free Classroom,1999
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BULLIES
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Take a Stand. Lend a Hand. Stop Bullying Now!
HRSA. © 2005
Bully Prevention In Positive Behavior Support.
Educational & Community Supports. © 2009
Bullying: What do We Know and How can School be
Part of the Solution? www.pbis.org ©2009
School House Bullies. Brunner & Lewis © 2006
Safe & Secure Schools. Brunner & Lewis © 2009
Bully Free Classroom. Beane © 1999
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What state codes and city ordinances are applicable?